课 题
Unit
5 What
are
the
shirts
made
of?
课时
第三课时Section
B
(1a-1e)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
international,
competitor
2.
掌握以下句型:
They
were
made
of
different
things
like
silk
or
paper.
能力目标
1.
掌握本课时出现的生词及用法
2.
进行听力训练,
提高综合听说能力
情感目标
了解山东潍坊风筝节介绍以及制作材料,
培养学生的民族自豪感及爱国主义精神
教学重点
通过听力训练,
提高学生综合听说能力
教学难点
1.
提高学生综合听说能力
2.
在听说中不断发现和理解被动结构的特点及其语言规律
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening
and
speaking
approach;
Communicative
approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
1a
1.
Ask
students
to
talk
about
folk
or
traditional
arts.
2.
Ask
students
to
think
about
the
questions:
How
many
folk
or
traditional
arts
do
you
know?
Can
you
give
some
examples?
3.
Ask
students
to
finish
the
task
in
1a.
1.
Talk
about
folk
or
traditional
arts.
2.
Finish
the
task
in
1a.
情景导入,
激活语言知识,
为听作词汇上的铺垫
Step
2
Listening
(1b)
Let
students
read
the
questions
and
listen
to
the
conversation
and
circle
the
correct
answers.
Read
the
questions
and
listen
to
the
conversation
and
circle
the
correct
answers.
通过听力练习,
在语境中体会其语言的表达
Step
3
Listening
(1c)
1.
Let
students
read
the
sentences
in
1c
and
try
to
understand
the
meaning
of
them.
2.
Play
the
recording
for
the
students.
Play
the
recording
again
and
check
the
sentences
they
hear.
3.
Let
students
check
the
answers.
1.
Read
the
sentences
in
1c
and
try
to
understand
the
meaning
of
them.
2.
Listen
to
the
recording.
3.
Listen
again
and
check
the
answers.
通过听力练习,
在语境中体会其语言的表达
Step
4
Listening
(1d)
Let
students
read
the
sentences
in
1d
first.
Tell
them
to
listen
again
and
fill
in
the
blanks
with
the
right
words.
Read
the
sentences
in
1d
first.
Listen
again
and
fill
in
the
blanks
with
the
right
words.
通过听力练习,
在语境中体会其语言的表达
Step
5
Role-play
1.
Let
students
work
in
pairs.
Role-play
a
conversation
using
the
information
in
1b-1d.
2.
Let
some
pairs
make
a
conversation
before
the
class.
1.
Work
in
pairs.
Role-play
a
conversation
using
the
information
in
1b-1d.
2.
Make
a
conversation
before
the
class.
通过进行口语结对活动,
在交流信息的过程中,
进行真实的交际问答活动。在听力练习和小对话口语练习的基础上,
进行角色对话表演,
开展有实际意义的交际运用活动
Step
6
Homework
Remember
the
words
and
phrases
in
this
lesson.
板书设计
Section
B
(1a-1e)
New
words:
international,
competitor.
Structure:
They
were
made
of
different
things
like
silk
or
paper.
教学反思
在本节课的教学活动设计能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程
资料链接
中国剪纸艺术
剪纸是中国最普及的民间传统装饰艺术之一,
大约因其材料易得、成本低廉、效果立见、适应面广而普遍受到欢迎;
更因它最适合农村妇女闲暇制作,
既可作实用物,
又可美化生活。全国各地都能见到剪纸,
甚至形成了不同地方的风格流派。剪纸不仅表现了群众的审美爱好,
还蕴含着民族的社会深层心理,
也是中国最具特色的民间艺术之一。
孔明灯的来历
孔明灯又叫天灯,
相传是由三国时的诸葛孔明(即诸葛亮)发明的。当年,
诸葛孔明被司马懿围困于平阳,
无法派兵出城求救。孔明算准风向,
制成会飘浮的纸灯笼,
系上求救的讯息,
其后果然脱险,
于是后世就称这种灯笼为孔明灯。另一种说法则是这种灯笼的外形像诸葛孔明戴的帽子,
因而得名。
现代人放孔明灯多作祈福之用。男女老少亲手写下祝福的心愿,
象征丰收成功,
幸福年年。
大约于清朝道光年间,
先民由福建省惠安、安溪等县传入台湾的台北县、平溪乡、十分寮地区,
即基隆河的上游。据十分寮地区父老前辈的口述,
早年前清年间十分寮地区闹过土匪,
由于地处山区,
所以村民都向山中逃,
待土匪走后,
留守在村中的人就在夜间施放天灯作为信号,
告知山上避难的村民可以下山回家了,
也借此种方式向村民报平安。当日由山上避难回家的日子正是农历正月十五即元宵节,
从此以后,
每年的元宵节,
十分寮地区的村民便以放天灯的仪式来庆祝,
且向邻村的村民互报平安。也因此十分寮地区的村民又称天灯为“祈福灯”或“平安灯”。Unit
5 What
are
the
shirts
made
of?
课 题
Unit
5 What
are
the
shirts
made
of
?
课时
第一课时Section
A
(1a-2d)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
chopstick,
coin,
fork,
blouse,
silver,
glass,
cotton,
steel,
grass,
leaf,
produce,
widely,
be
known
for,
process,
pack
2.
掌握以下句型:
①—This
ring
looks
nice.
Is
it
made
of
silver?
—Yes,
and
it
was
made
in
Thailand.
②What
is
it
made
of/from?
③China
is
famous
for
tea,
right?
④Where
is
tea
produced
in
China?
能力目标
1.
掌握本课时中出现的生词
2.
能够用英语描述及询问物品的制作材料
3.
正确理解被动语态的用法及句子结构
情感目标
了解一些日常用品的制成材料,
增加生活常识,
养成良好的生活习惯;
了解一些地方知名产品或传统艺术品的制作过程以及制作材料,
培养学生的民族自豪感及爱国主义精神
教学重点
被动语态的用法及句子结构
教学难点
被动语态的用法及句子结构
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening,
reading
and
speaking
approach;
Individual
work,
Team
work,
Cooperative
work
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
1a
1.
Show
some
pictures
to
students.
2.
Let
students
talk
about
these
questions:
How
many
materials
do
you
know?
What
are
they?
3.
Let
students
read
the
words
in
1a,
discuss
with
their
partners
and
match
the
things
with
the
materials.
More
than
one
answer
is
possible.
1.
Answer
the
questions.
2.
Read
the
words
in
1a,
discuss
with
their
partners
and
match
the
things
with
the
materials.
通过展示图片以及头脑风暴,
引导学生进行思考,
引入本单元话题,
为听作词汇上的铺垫
Step
2
Listening
(1b)
Listen
and
finish
the
task
in
1b.
Listen
and
finish
the
task
in
1b.
听力训练
进一步感知、体验学习目标语言
Step
3
Practice
(1c)
1.
Let
some
pairs
read
out
their
conversations
in
1c.
2.
Ask
students
to
make
conversations
using
the
information
in
1b.
1.
Read
out
their
conversations
in
1c.
2.
Make
conversations
using
the
information
in
1b.
通过两人小组对话,
让学生从读对话到模仿对话,
练习句型的运用
Step
4
Listening
(2a&2b)
1.
Ask
students
to
read
the
phrases
carefully
in
2a.
2.
Let
students
listen
to
the
tape
and
find
the
main
idea
of
the
conversation.
3.
Let
students
listen
again
and
finish
the
task
in
2b.
1.
Read
the
phrases
carefully
in
2a.
2.
Listen
to
the
tape
and
find
the
main
idea
of
the
conversation.
3.
Listen
again
and
finish
the
task
in
2b.
教会学生通过浏览信息为获取准确的听力信息做好准备;
同时学会预测,
形成信息期待。同时为学生提供更多口头陈述的机会,
培养学生连贯表达的能力
Step
5
Oral
Practice
(2c)
1.
Let
students
make
conversations
using
the
information
in
2a
and
2b.
2.
Let
students
role-play
the
conversations.
1.
Make
conversations
using
the
information
in
2a
and
2b.
2.
Role-play
the
conversations.
通过进行口语结对活动,
在交流信息的过程中,
进行真实的交际问答活动
Step
6
Role-play
(2d)
1.
Let
students
read
the
conversation
together.
2.
Explain
the
difficulties.
3.
Let
students
read
in
pairs.
4.
Let
several
pairs
of
students
role-play
the
conversation
in
front
of
the
class.
5.
Let
students
read
the
conversation
again
and
answer
the
questions.
1.
Read
the
conversation
together,
then
work
in
pairs.
2.
Role-play
the
conversation.
3.
Read
the
conversation
again
and
answer
the
questions.
在听力练习和小对话口语练习的基础上,
进行角色对话表演,
开展有实际意义的交际运用活动
Step
7
Language
points
Explain
the
key
words
and
phrases
in
2d.
Learn
the
key
words
and
phrases
in
2d.
在真实语境中学习运用目标语言
Step
8
Consolidation
教师设置巩固检测练习:
1.
The
waste
water
must
be
processed
(process)
before
being
poured
into
the
river.
2.
The
girl
ordered
five
glasses
(glass)
of
milk
for
her
friends.
3.
Autumn
comes.
The
leaves
(leaf)
on
the
trees
start
to
turn
yellow.
4.
(2017·丽水中考改编)E-payment
service
is
now
widely
(wide)
used
in
our
daily
life.
5.
(2017·宜宾中考改编)Why
was
the
old
man’s
food
served
in
a
wooden
(wood)
bowl?
独立完成检测练习,
进行自我评价
通过检测练习使学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step
9
Homework
Review
the
new
words
and
expressions.
板书设计
Section
A
(1a-2d)
1.
chopstick,
coin,
fork,
blouse,
silver,
glass,
cotton,
steel,
grass,
leaf,
produce,
widely,
be
known
for,
process,
pack
2.
Structures:
①—This
ring
looks
nice.
Is
it
made
of
silver?
—Yes,
and
it
was
made
in
Thailand.
②What
is
it
made
of/from?
③China
is
famous
for
tea,
right?
④Where
is
tea
produced
in
China?
教学反思
在本节课的教学活动设计能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程
资料链接
中国茶艺
一、基本含义
包括茶叶品评技法和艺术操作手段的鉴赏以及对品茗美好环境的领略等,
其过程体现形式和精神相互统一。
就形式而言,
茶艺包括选茗、择水、烹茶技术、茶具艺术、环境的选择创造等一系列内容。品茶先要择,
讲究壶与杯的古朴雅致,
或是豪华高贵。另外,
品茶还要讲究人品和环境的协调,
文人雅士讲求清幽静雅,
达官贵族追求豪华高贵等。一般传统的品茶,
环境要求多是清风、明月、松吟、竹韵、梅开、雪霁等种种妙趣和意境。总之,
茶艺是形式和精神的完美结合,
其中包含着美学观点和人的精神寄托。传统的茶艺,
是用辩证统一的自然观和人的自身体验,
从灵与肉的交互感受中辨别有关问题,
所以在技艺当中,
既包含着我国古代朴素的辩证唯物主义思想,
又包含了人们主观的审美情趣和精神寄托。
二、基本要求
第一,
茶叶的基本知识。学习茶艺,
首先要了解和掌握茶叶的分类、主要名茶的品质特点、制作工艺,
以及茶叶的鉴别、贮藏、选购等内容。这是学习茶艺的基础。
第二,
茶艺的技术。是指茶艺的技巧和工艺。包括茶艺表演的程序、动作要领、讲解的内容,
茶叶色、香、味、形的欣赏,
茶具的欣赏与收藏等内容。这是茶艺的核心部分。
第三,
茶艺的礼仪。是指服务过程中的礼貌和礼节。包括服务过程中的仪容仪表、迎来送往、互相交流与彼此沟通的要求与技巧等内容。
第四,
茶艺的规范。茶艺要真正体现出茶人之间平等互敬的精神,
因此对宾客都有规范的要求。作为客人,
要以茶人的精神与品质去要求自己,
投入地去品茶。作为服务者,
也要符合待客之道,
尤其是茶艺馆,
其服务规范性是决定服务质量和服务水平的一个重要因素。
第五,
悟道。道是指一种修行,
一种生活的道路和方向,
是人生的哲学,
属于精神的内容。悟道是茶艺的一种最高境界,
是通过泡茶与品茶去感悟生活、感悟人生、探寻生命的意义。课 题
Unit
5 What
are
the
shirts
made
of?
课时
第四课时Section
B
(2a-Self
Check)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
its,
form,
clay,
balloon,
scissors,
lively,
fairy,
historical,
heat,
polish,
complete
2.
掌握以下句型:
①According
to
Chinese
history,
sky
lanterns
were
first
used
by
Zhuge
Kongming.
②They
are
made
of
bamboo
and
covered
with
paper.
③They
are
seen
as
bright
symbols
of
happiness
and
good
wishes.
④After
drying,
they
are
fired
at
a
very
high
heat.
能力目标
1.
复习被动语态的不同用法
2.
能够用英语描述一些常用生活用品的制作材料;
描述一些熟悉物品的制作过程
3.
能用本单元所学习的语法知识及语言材料,
就自己所熟悉的话题写一篇小作文
情感目标
了解中国的一些传统艺术品的制作过程以及制作材料,
培养学生的民族自豪感及爱国主义精神
教学重点
提高学生们的综合阅读能力和综合听说能力
教学难点
阅读短文,
完成写作
课前预习
Preview
the
new
words
教学方法
Situational
approach;
Listening
and
speaking
approach;
Communicative
approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Warm
up
and
work
on
2a
Show
some
pictures
of
the
paper
cutting
on
the
big
screen.
Tell
students
they
are
Chinese
paper
cuttings.
It’s
one
of
the
Chinese
traditional
arts.
And
let
them
discuss
with
their
partners.
Discuss
with
partners
about
the
Chinese
traditional
arts.
读前活动旨在为阅读作铺垫,
激活学生对阅读话题或者内容的相关知识,
并引出本课时话题
Step
2
Reading
(2b,
2c)
1.
Tell
students
about
three
kinds
of
Chinese
traditional
arts.
Then
ask
them
to
read
it
quickly
and
try
to
fill
in
the
chart
in
2b.
2.
Check
the
answers
with
the
class.
3.
Let
students
read
the
passage
again
and
try
to
answer
the
questions.
1.
Read
the
passage
quickly
and
try
to
fill
in
the
chart
in
2b.
2.
Read
the
passage
again
and
try
to
answer
the
questions.
整体理解文本意义,
掌握文章的结构,
加深思维层次,
由信息接收转为输出,
为写作打下基础
Step
3
Practice
(2d)
Tell
students
to
complete
the
sentences
using
the
correct
forms
of
the
phrases
in
the
box.
Finish
the
task
in
2d.
Step
4
Practice(2e)
Tell
students
to
discuss
these
questions
in
groups.
Discuss
these
questions
in
groups.
Step
5
Practice
(3a)
Tell
students
to
work
in
groups.
Let
them
discuss
some
special
things
and
fill
in
the
chart.
Discuss
with
partners
and
fill
in
the
chart.
Step
6
Writing
(3b)
1.
Tell
students
to
write
a
paragraph
about
the
product,
using
the
information
in
3a.
2.
Walk
around
the
class
and
give
any
help
students
may
need.
3.
Let
some
students
read
their
articles
to
the
class.
Try
to
write
a
short
article.
有目的地布置写作任务,
并逐步做好写作准备,
然后在学生的谋篇布局中发现存在的问题,
并及时给予有针对性的指导
Step
7
Consolidation
Ask
students
to
finish
Self
Check.
独立完成检测练习,
进行自我评价
通过检测练习使学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step
8
Homework
1.
复习本单元的全部内容
2.
了解你所喜欢的中国传统工艺品相关情况,
用所学的句子写一份报告
板书设计
Section
B
(2a-Self
Check)
1.
New
Words:
its,
form,
clay,
balloon,
scissors,
lively,
fairy,
historical,
heat,
polish,
complete
2.
Structures:
①According
to
Chinese
history,
sky
lanterns
were
first
used
by
Zhuge
Kongming.
②They
are
made
of
bamboo
and
covered
with
paper.
③They
are
seen
as
bright
symbols
of
happiness
and
good
wishes.
④After
drying,
they
are
fired
at
a
very
high
heat.
教学反思
在本节课的教学活动设计能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程
资料链接
泥塑制作工艺
泥塑的基本用料——泥土需精心准备,
一般选用带些黏性又细腻的土,
经过捶打、摔、揉,
有时还要在泥土里加些棉絮、纸、蜂蜜等。泥塑的模制一般分为四步:
制子儿、翻模、脱胎、着色。制子儿就是制出最初的形状,
找一块和好的泥,
运用雕、塑、捏等手法,
塑造好一个形象,
经过修改、磨光、晾干后即可,
有些地方还要用火烧一下,
加强强度。翻模就是把泥土压在原形上印成模子,
常见的有单片模和双片模,
也有多片模。脱胎就是用模子印压泥人坯胎,
通常是先把和好的泥擀成片状,
然后压进模子,
再把两片压好泥的模子合拢压紧,
再安一个“底”,
即在泥人下部粘上一片泥,
使泥人中空外严,
在胎体上留一个孔,
使胎体内外空气流通,
以免胎内空气压力变化破坏泥胎。最后一道工序是着色,
素有“三分塑,
七分彩”之说。一般着色之前先上一层底色,
以保持表面光洁,
便于吸收彩绘颜色,
彩绘的颜料多用品色,
调以水胶,
以加强颜色附着力。课 题
Unit
5 What
are
the
shirts
made
of?
课时
第二课时Section
A
(3a-4c)
课型
New
教学目标
知识目标
1.
学习并掌握下列词汇:
product,
France,
no
matter,
local,
brand,
avoid,
handbag,
mobile,
everyday,
boss,
Germany,
surface,
material,
traffic,
postman,
cap,
glove
2.
掌握以下句型:
①No
matter
what
you
may
buy,
you
might
think
those
products
were
made
in
those
countries.
②He
found
it
interesting
that
.
.
.
③Kang
Jian
thinks
it’s
great
that
China
is
so
good
at
making
these
everyday
things.
能力目标
1.
阅读短文,
能按要求找到相应的信息
2.
通过阅读提高学生们的阅读能力
情感目标
通过阅读短文,
让学生们明白美国的许多产品都由中国制造,
从以前依赖进口国外工业产品,
到中国制造,
中国已加入工业大国之列。让学生明白事物是在不断发展、变化的,
培养学生积极向上的心态,
以自己的祖国为豪
教学重点
被动语态的用法
教学难点
被动语态的用法
课前预习
Preview
the
new
words
教学方法
Individual
work;
Team
work;
Cooperative
work
教学过程
教学环节
教师活动
学生活动
备课札记
Step
1
Lead-in
Show
some
questions
to
students:
①Where
did
Kang
Jian
go
to
visit
his
aunt
and
uncle?
②What
did
he
discover
in
the
toy
stores?
③Why
did
he
have
to
visit
many
stores
before
buying
a
pair
of
basketball
shoes?
Look
at
the
questions
and
think
about
them.
通过提问方式导入,
从而自然引入新课
Step
2
Read
and
answer(3a)
1.
Let
students
read
the
article
quickly
and
try
to
answer
the
questions.
2.
Check
the
answers.
1.
Read
the
article
quickly
and
try
to
answer
the
questions.
2.
Check
the
answers.
通过快速阅读获取信息,
能更好地提高阅读技能
Step
3
Practice
(3b,
3c)
Let
students
read
the
article
again
and
finish
the
tasks
in
3b
and
3c.
Read
the
article
again
and
finish
the
tasks
in
3b
and
3c.
通过阅读文章回答问题,
加深了学生对于文章的理解以及对于本单元重要词汇及句子的掌握
Step
4
Grammar
Focus
1.
Guide
students
to
read
Grammar
Focus
by
themselves.
2.
Let
students
translate
the
sentences.
3.
Explain
the
grammer.
1.
Read
Grammar
Focus.
2.
Translate
the
sentences.
通过读句子翻译句子,
在语境中体会被动语态的用法
Step
5
Practice
(4a,
4b,
4c)
Guide
students
to
finish
the
tasks
in
4a,
4b,
4c.
Finish
the
tasks
in
4a,
4b,
4c.
通过练习加强学生对于被动语态的理解以及应用
Step
6
Consolidation
教师设置巩固检测练习:
将下列句子变成被动语态句
1.
Mr
Li
corrects
the
students’
homework
every
morning.
2.
People
play
basketball
all
over
the
world.
3.
We
often
see
him
help
his
classmates.
4.
The
trees
cover
the
whole
mountain.
5.
The
teachers
take
care
of
the
children.
独立完成检测练习,
进行自我评价
通过检测练习使学生了解自己对本节课的词汇、句型、语法等的掌握情况
Step
7
Homework
Ask
students
to
make
a
conversation
about
something
they
are
wearing
or
have
in
their
schoolbags.
板书设计
Section
A
(3a-4c)
1.
New
words:
product,
France,
no
matter,
local,
brand,
avoid,
handbag,
mobile,
everyday,
boss,
Germany,
surface,
material,
traffic,
postman,
cap,
glove
2.
Structures:
①No
matter
what
you
may
buy,
you
might
think
those
products
were
made
in
those
countries.
②He
found
it
interesting
that
.
.
.
③Kang
Jian
thinks
it’s
great
that
China
is
so
good
at
making
these
everyday
things.
教学反思
在本节课的教学活动设计能够创设丰富的语境,
设置循序渐进的学习任务,
充分发挥学生的主体作用,
引导学生合作学习、自主探究,
重视“预习—展示—练习—反馈”的学习过程
资料链接
中国茶艺
一、茶艺背景
广义上是指整个茶文化背景,
狭义上指的是品茶场所的布景和衬托主体事物的景物。茶艺背景是衬托主题思想的重要手段,
它渲染茶性清纯、幽雅、质朴的气质,
增强艺术感染力。品茗作为一门艺术,
要求品茶技艺、礼节、环境等讲究协调,
不同的品茶方法和环境都要有和谐的美学意境。闹市中吟咏自斟,
不显风雅;
书斋中焚香啜饮,
唱些俚俗之曲更不相宜。茶艺与茶艺背景风格要统一,
不同风格的茶艺有不同的背景要求。所以在茶艺背景的选择创造中,
应根据不同的茶艺风格,
设计出适合要求的背景来。
二、茶艺内涵
第一,
简单说是“茶”和“艺”的有机结合。茶艺是茶人把人们日常饮茶的习惯,
根据茶道规则,
通过艺术加工,
向饮茶人和宾客展现茶的冲、泡、饮的技巧,
把日常的饮茶引向艺术化,
提升了品饮的境界,
赋予茶更强的灵性和美感。
第二,
茶艺是一种生活艺术。茶艺多姿多彩,
充满生活情趣,
能够丰富我们的生活、提高生活品位,
是一种积极的方式。
第三,
茶艺是一种舞台艺术。要展现茶艺的魅力,
需要借助人物、道具、舞台、灯光、音响、字画、花草等的密切配合及合理编排,
给饮茶人以高尚、美好的享受,
给表演带来活力。
第四,
茶艺是一种人生艺术。人生如茶,
在紧张繁忙之中,
泡出一壶好茶,
细细品味,
通过品茶进入内心的修养过程,
感悟苦辣酸甜的人生,
使心灵得到净化。
第五,
茶艺是一种文化。茶艺在融合中华民族优秀文化的基础上又广泛吸收和借鉴了其他艺术形式,
并扩展到文学、艺术等领域,
形成了具有浓厚民族特色的中华茶文化。
茶艺起源于中国,
与中国文化的各个层面都有着密不可分的关系。高山云雾出好茶,
清泉活水泡好茶,
茶艺并非空洞的玄学,
而是生活内涵改善的实质性体现。饮茶可以提高生活品质,
扩展艺术领域。自古以来,
插花、挂画、点茶、焚香并称四艺,
尤为文人雅士所喜爱。茶艺还是高雅的休闲活动,
可以使精神放松,
拉近人与人之间的距离,
化解误会和冲突,
建立和谐的关系等。这些都为我们认识和理解茶艺提出了更高、更深的要求。
